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2026–27 • Labs & wellness

Mindful Garden Movement

Try or direct slow, light garden actions with optional pauses. The learner selects pace and stopping; no exercise dose or therapeutic outcome is prescribed.

Classroom lesson: Mindful Garden Movement

Today I can…

choose a comfortable garden movement

Words to know

Words for this lesson

SCOOPSWEEPSLOWPAUSECHANGE

Follow along

What we will do

  1. 1

    Choose

    Choose SCOOP, SWEEP, POUR, PRESS or WATCH.

  2. 2

    Watch

    Watch a slow movement first.

  3. 3

    Try

    Try one comfortable movement or direct a partner.

  4. 4

    Pause

    Choose REST, STOP or MORE.

  5. 5

    Finish

    Share a preference and put the tool away.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

SCOOPSWEEPSLOWERPAUSECHANGESTOP
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Light scoop/soft brush; empty pot; tray; large paper pieces; start/finish marks; action/pace/AAC cards. Water not required.

Safety first

No weights, endurance targets or prescribed sensory treatment. Stop for pain, dizziness, fatigue or distress; follow school procedures.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Choose/direct a move or pause.

Level 2

Sequence two actions with a pause.

Level 3

Plan a short routine; request a change.

Skill focus: Proprioceptive regulation, rhythm, motor planning, body awareness

30-minute teaching sequence

Introduce · 5 min

Mindful Garden Movement Word: Pause. Offer SCOOP, SWEEP or WATCH. Students choose pace and stopping. Use familiar light actions within the current movement plan; no therapeutic result is promised.

I do · 10 min

Model a slow scoop into an empty pot, set down the tool and pause. Model a gentle sweep. Keep breathing ordinary; no forced stretching, closed eyes or resistance.

We do · 10 min

Students choose an action and try/direct up to three comfortable repetitions, checking after each. Add a second action only if chosen. Communicate SLOWER/SAME/CHANGE/STOP; record the choice.

Exit choice · 5 min

L1: "Try, watch, pause, or stop?" L2: "Which action comes next?" L3: "What pace/change works for you?"

Science note: Scoop, sweep, press and pour are different actions used in garden work. A slow or repeated movement may be preferred by some learners and disliked by others; the student decides whether to continue.

Curriculum connection: CCSS SL.K.2, SL.K.3 (adapted).

Prepare for this learner

Follow individual mobility/OT/PT/positioning plans. Seated staff-directed routine if short-staffed. Honor refusal and usual wait time; never move a student’s body to demonstrate. Levels independent of House.

Lower-staffing option: Seated teacher-led routine using one empty pot and tool. Students move only if supervised, otherwise direct staff by choice card.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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